Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context

2008 ◽  
Vol 30 (2) ◽  
pp. 75-110 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Linda Darling-Hammond
Keyword(s):  
Minority Students ◽  
High Stakes Testing ◽  
High Stakes ◽  
Urban Minority

scholarly journals Does high-stakes testing increase cultural capital among low-income and racial minority students?

2008 ◽  
Vol 16 ◽  
pp. 6 ◽  
Author(s):  
Won-Pyo Hong ◽  
Peter Youngs
Keyword(s):  
Cultural Capital ◽  
Minority Students ◽  
Low Income ◽  
High Stakes Testing ◽  
Racial Minority ◽  
Mixed Effects ◽  
High Stakes ◽  
Student Dropout ◽  
Racial Minority Students ◽  
Curriculum Instruction

This article draws on research from Texas and Chicago to examine whether high-stakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several studies indicate that these policies seemed to have had deleterious effects on curriculum, instruction, the percentage of students excluded from the tests, and student dropout rates. As a result, the policies seemed to have had mixed effects on students' opportunities to acquire embodied and institutionalized cultural capital. These findings are consistent with the work of Shepard (2000), Darling-Hammond (2004a), and others who have written of the likely negative repercussions of high-stakes testing and accountability policies.

The High Risks of High-Stakes Testing

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
High Stakes Testing ◽  
High Stakes

Methods & Strategies: Responsive Teaching and High-Stakes Testing

2018 ◽  
Vol 055 (09) ◽  
Author(s):  
Jennifer Radoff ◽  
Amy Robertson ◽  
Sharon Fargason ◽  
Fred Goldberg
Keyword(s):  
High Stakes Testing ◽  
Responsive Teaching ◽  
High Stakes
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